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10 - Exploring the Potential of a Pluriliteracies Approach

from Part III - New Knowledge and Future Directions

Published online by Cambridge University Press:  27 July 2020

By
Do Coyle
Edited by
Kim Bower ,
Do Coyle ,
Russell Cross  and
Gary N. Chambers
Kim Bower
Affiliation:
Sheffield Hallam University
Do Coyle
Affiliation:
University of Edinburgh
Russell Cross
Affiliation:
University of Melbourne
Gary N. Chambers
Affiliation:
University of Leeds
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Summary

This chapter focuses on current thinking around the concept of pluriliteracies as an ‘ecological growth model’ for learning and its potential for enriching classrooms into sites of deeper integrated learning. This resonates with more recent interest in the role of literacies in the field of CLIL pedagogy, which, according to Morton (2018: 56), ‘adds a focus on subject-specific literacy to that of content and language’. Dalton-Puffer (2014) suggests that given the wide range of theoretical perspectives associated with bilingual learning, there is a need to openly address ‘objectively unresolvable debates’. However although such positive positioning moves thinking forward, it is not enough. Instead, Van Lier (2010) advocates a more ecological perspective to overcome conflicts between theoretical positioning and practical positioning. The chapter explores ways in which pluriliteracies can be embedded in learner-driven pedagogies, which are socially inclusive and potentially transformative and redefine ‘successful learning’, across the curriculum.

Keywords

inclusive pedagogiespluriliteraciesgrowth mindsetssuccessful learning
Type
Chapter
Information
Curriculum Integrated Language Teaching
CLIL in Practice
 , pp. 187 - 204
Publisher: Cambridge University Press
Print publication year: 2020

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